By Elizabeth Wadlington
What Is Dyslexia?
The word "dyslexia" comes from the Greek words "dys," which means poor, and "lexia," which means verbal language. Therefore, dyslexia means poor verbal language.
Dyslexia is a language processing disability of constitutional origins. It is characterized by difficulties with different forms of expressive and/or receptive language, including reading and, often, spelling and writing. These problems exist in spite of conventional instruction, adequate intelligence and socio-cultural opportunities. Dyslexia runs in families, and ongoing medical research suggests that it is caused by brain and chromosome differences. Individuals with dyslexia often have extreme difficulty with phonological processing.
Is Dyslexia a Disease?
No, dyslexia is not a disease. Dyslexia refers to a mind that learns differently. Educational intervention, rather than medical treatment, is appropriate. Special pills or diets will not cure dyslexia. People with dyslexia, however, can learn ways to cope and compensate in order to be successful in school and life.
How Is Dyslexia Assessed?
Assessment should be thorough and multifaceted. Background information, work samples and observations provide important data, as do tests.
What Are Some Common Characteristics of Many Children with Dyslexia?
The following are valid concerns when developmental appropriateness is not a factor:
- Difficulties with decoding and/or reading comprehension
- Misshapen, laborious handwriting
- Extreme spelling difficulties
- Poor written composition
- Difficulties in sequencing and following directions
- Difficulty in recalling names of people, places and/or events
- Poor oral expression
- Difficulty with copying at near and/or far point
- Disorganization in school and at home
- Difficulties with time and space
- Slowness in completing tasks
- Poor performance on tests
- Inconsistencies in performance
- Achievement incommensurate with apparent intellectual ability.
What Legal Rights Do Individuals with Dyslexia Have?
The Education for All Handicapped Children Act (1975) guarantees that all children, regardless of disability, are entitled to a free, appropriate public education in the least restrictive environment. This law was strengthened and renamed the Individuals with Disabilities Act in 1990. Section 504 of the Rehabilitation Act of 1973 mandates that anyone with a physical or mental impairment that substantially limits a major life activity should have access to an appropriate education setting as well as nonacademic and extracurricular activities. This applies to programs receiving federal financial assistance.
What Type of Instruction Do Children with Dyslexia Find Most Beneficial?
Dyslexia is sometimes put into a category with generic learning disabilities, therefore individuals do not get the specific help they need. Students with dyslexia need direct, sequential, cumulative multisensory instruction to learn best. Simultaneous multisensory instruction sends information to the brain through multiple modes (e.g., auditory, visual, tactile, kinesthetic). A consistent, organized, risk-free learning environment is important. Individuals with dyslexia need highly structured, explicit and intensive instruction in phonics rules and their applications. Part to whole instruction within meaningful con-texts seems to work well for many students. Many techniques that are congruent with the whole language philosophy (i.e., experiencing good literature, emphasis on semantics, process writing, etc.) can be integrated into the curriculum, also. Balance is the key. Specific instruction plans should be diversified to meet the needs of each student.
Examples of Educational Interventions
Appropriate interventions will vary according to individual needs. Teachers, parents and children should explore strategies such as the following:
- Instruction and study techniques should be multisensory.
- The student should sit near the teacher.
- Instruction should be well organized with clear objectives.
- Extra response time may be needed.
- The alphabet, number line, calendar and other sequencing aids should be posted.
- Directions should be restated and paraphrased, as well as posted visually.
- Daily and long-range calendars should be available to help with organization.
- Assignments may be broken into parts with due dates for each part.
- Students should use highlighters and Post-Itª notes to stress key points in texts.
- Students should be allowed to tape-record classes and test directions.
- Taped texts that provide for simultaneous reading and listening may be appropriate.
- Students should be allowed to photocopy teachers transparencies/notes (NCR paper allows peers to duplicate their notes easily).
- Students should be informed about oral reading assignments and questions ahead of time, so they may practice.
- Extra time will be needed for tasks requiring reading and/or writing.
- Length of tasks or number of items may need to be reduced.
- Students should not be penalized for spelling in content areas (spell checkers and personal spelling demon charts are beneficial).
- Frequent reviews are often necessary.
- Word processors may be useful.
- Students need abundant praise and encouragement.
- Coping with dyslexia is very tiring, so students may need extra rest breaks.
How Can Parents Help?
- Serve as an advocate for your child. Know your child's legal rights. Information regarding legal aid in each state may be obtained from the Orton Dyslexia Society (410-296-0232).
- Become involved with the school. Communicate regularly with your child's teachers before problems arise. Parents, children and school personnel should form a collaborative team.
- Listen to your child. He or she can provide valuable insights about feelings, needs and best methods of learning. Help your child set realistic goals at home and school and plan suitable ways to meet goals. Provide support, patience and understanding. Realize that learning is a lifelong process.
- Help your child find at least one area (e.g., sports, music, video games, etc.) in which to excel. Encouraging this interest will build positive self-esteem.
- Do not delay getting outside help as needed. Tutors should be knowledgeable about dyslexia and multisensory instruction. If emotional, social or psychological problems develop, seek counseling from a professional who has expertise in learning disabilities and their effects upon families.
- Educate yourself and your child about dyslexia. As children mature, teach them to recognize and build upon their strengths, as well as become their own advocates.
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These pages are copyright 
1996 by the Association for Childhood Education International. Please send any comments to Marilyn Gardner at aceihq@aol.com.